六年级上册英语教案unit 2 what a day! (checkout time)译林版（三起）

六上Unit 2 What a day! (Checkout time) . Teaching contents: Checkout &Ticking time. Teaching aims and learning objectives: By the end of the lesson, the students should be able to: 1. Listen to the dialogue and choose the right answer. 2. Know the format of diary. 3. Use the past tense to write a diary. Focus of the lesson: 1. To use the past tense to talk and write about the things they did. 2. To listen and choose. Predicted area of difficulty: To use the past tense correctly to write a diary. Teaching aids: Pictures, PPT. Teaching procedures:Step 1 Warming up1. Play a game before class: Brain Storm 1) I say go, you say went: fly, lose, climb, find, happen 2) I say went, you say go: went, became, saw, could, brought2. Sing the song: Rain, rain, go away 3. Free talk 1) T: The song is about: Jonnys sad rainy day. 2) Do you like . Days?T: I dont like rainy days. Because I cant go out and play. What about you?S: .Step 2 Review story time1. T: Everyday is different. Every day is colourful. How was Yang Lings Sunday? Why?2. Ss try to retell story time with their mind maps 1) T: You made a mind map about Yang Lings diary. Please take it out and discuss with your desk mates, try to retell Yang Lings diary. 2) Pair work 3) Check (2 paris) Step 3 Review Cartoon time1. Talk about Bobbys day 1) T: Yang Ling had an unhappy day. What about Bobby? Was he happy?Ss: Yes./ No.T: At first, he was . Why? What happened? .S: .2. Bobby had a lucky Sunday. He wanted to write a diary about his day. Lets help him. 1) Fill in the blanks: 日记格式的填空题 2) Check3. What happened then? 1) T: Sam found Bobbys kite. What happened then? You thought about an interesting ending yesterday, can you show your classmates? Discuss in four, each one says one sentence. 2) Discuss in four 3) CheckStep 4 Checkout time Listen and write1. Yang Ling wrote a diary about her Sunday, her friend Mike wrote a diary too. It was about his Monday. Lets guess. What happened? 1) Look and predict T: Can you guess the weather? When did Mike get up? Was he late for school? What did he cant find? S: . 2) Listen and choose 3) Check2. Read Mikes diary together. 3. Give a name to the diary: Mikes _Day.Think and write1. Prepare for writing 1) T: Look at Mikes diary. What can we write in the diary? We can write what time was it, . Who, When, Where, What happened, Weather, Your feeling, Why 2) Talk about the format of the diary T: Now, we know what we can write in the diary. But do you know the format of the diary? Look at these three diaries. Can you try to say? S: . 3) Check and conclude左上角写日期（星期几，日，月），右上角写天气情况。英式日期写法是日，月，年。美式日期写法是月，日，年。We should write Day, Date and months on the top left corner, and write the weather on the top right corner.在日期和天气的下一行中间可以写上自己的小标题，也可以不写。We can give a name of the diary.正文是关于一天生活的记载。要选择当天感受最深刻的事件来描述，不要写成流水账。We should write down the impressive thing. 正文书写时，可以开头不空格，段与段之间空一行。也可以开头空四个字母的位子，段落之间不用空行。2.Talk about ones Sunday. 1)Make a model.T: We know how to write a diary. Lets write a diary about your Saturday. Went swimming, watched a film, had a picnic, did the housework, what did you do last Saturday? You can talk about your Saturday with these key words. First, discuss with your desk mates. Ss discuss in paris 2) Check3. Ss write the diary 1) T: Are you clear? Now, take out your paper and write your diary. Ss write the diary: My _ Sunday 2) 教师巡视并指导4. 欣赏一篇教室里同学的作文，做修改和点评Blackboard DesignUnit 2 What a day! Day/Date Weather When Weather Who Where How What happened Feeling 教学反思：这节课的主题是Someones day。围绕主题，我安排了谈论Yang Lings Sunday, Bobbys day, Mikes Monday这三个活动，来为学生写作文：My Saturday来铺垫。通过这些语言铺垫，以及学习如何写日记，最后，完成一篇描述周末活动的日记。在这节课的备课、试教、正式亮相的过程中，我学习到了很多如何处理checkout time板块的知识，有了一些心得。1.复习Story time的活动，是安排学生制作思维导图，让学生自己组织语言来复述课文。在之前的准备，和上课时学生的展示过程中，我发现：在高年级，让学生在学习完story time后制作思维导图，有利于学生记忆课文，也帮助学生拓展思维。同学们制作的思维导图都不相同，各有各的想法，也各有各的理解。这还可以帮助学生条理清晰的理解、掌握课文，并培养学生有条理的运用语言表达的习惯。我觉得在教学中可以多加利用。2.在复习Cartoon time的时候，我让同学们编故事，这个活动的要求是三到四人一组，每人说一句，给Cartoon time编一个新的结局。但是如果改成像第一单元cartoon time中Miss Fox安排的活动那样，大家轮流来说句子，故事就会更有意思，同学们的参与度也会提高，无论听的效率还是参与思考的积极性，都会提高。而且说话的难度也会降低。这样的活动方式会更适合每一个学生。3.Mike的日记其实有很多可以挖掘的地方，比如文中过去式，文中语言丰富的句子，有条理的描述事情，都可以让学生关注。为写作文做好铺垫。这几个单元的过去式是难点，学生要有大量的输入，才能更好的输出。教师在课堂上每次的阅读都有意识的指导学生关注过去式的用法，才能更好的帮助学生掌握。4.这次的板书虽然考虑到了美观，但是没有考虑到条理性。虽然我的理解是，写作文要尽量不写流水账，尽量围绕一件印象深刻的事情来写。但是即使只是写一件事情，也有描述的顺序，先写时间、天气、人物、地点。再写发生了什么事情，详细描述事件的经过，这中间可以有first, next, then等词语来串联。学案六上 Unit 2 What a day! (4) Checkout time 1. Bobby wanted to write a diary. Can you help him?这个工作可让学生分组负责收集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。如此下去,除假期外,一年便可以积累40多则材料。如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?Sunday, 20th September _This morning, Tina and I _ my new kite in the park, but it wasnt_ in the park. Then we _ _ the hill. It was windy there.Then the kite flew too high, we couldnt _ _ it. I _ my new kite. I was sad. I cried in the park. Then, Sam came, he _ my kite near the hill. Ha ha! I was happy! _2. Lets read Mikes diary!Monday, 21st September It was cloudy in the morning. I got up late. It was seven thirty. I couldnt eat my breakfast. I went to school by bike. I got to school at eight oclock. Miss Li was in the classroom. It was her English lesson. I was late again. I was very sorry for Miss Li. I opened my school bag. Oh, no, I couldnt find my English book. 教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七